Programme Specification. Foundation Degree in Health and Social Care (FdSC) Valid from: April 2013 Faculty of Business and Health

Transcription

1 Programme Specification Foundation Degree in Health and Social Care (FdSC) Valid from: April 2013 Faculty of Business and Health

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Solihull College, Blossomfield Road, Solihull, B91 1SB Foundation Degree in Health and Social Care (FdSC) Foundation Degree in Health and Social Care Cert HE (unnamed) Solihull: SH12 Course Code: L510 Institution Code: 066 B790 50% taught 50% Work based learning Full time English QAA FHEQ Level 5 N/A Faculty of Business & Health April 2013 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The development of the Foundation Degree in Health and Social Care arose from local Health and Social care providers identifying a need to provide an opportunity to develop their staff and offer a clear career progression. The South Central NHS Strategic Health Authority also recognised and supported the development of the Foundation degree in Health and Social Care in order to develop the role of the Assistant Practitioner. There was a recognition that support workers in health and social care need to be appropriately trained for their new roles and this has been highlighted by the recently published Francis Report (DH, 2012). Oxford Brookes worked in very close partnership with local health and social care providers to ensure the course met the needs of the employers as well as the standards for Assistant Practitioners (Skills for Health, 2009). The programme delivery, assessment and evaluation are shared by all the partners who have collaborated in this project. Page 2 of 10

3 The Foundation degree is a flexible programme which allows for individual pathways to develop to accommodate students individual employment needs. Students who undertake this course will be able to continue in employment in a health or social care area, whilst also attending campus taught modules. As 50% of the course will be undertaken in the form of Work Based Learning modules, students will be able to directly link the theory they learn in the classroom with practice they undertake in the work place. An additional important element of the programme is that it supports learners to appreciate the way professions work together for the benefit of the client and to gain skills that are common to many professions involved in health and social care. The Foundation degree can count towards the first year of a professional nursing degree at Oxford Brookes University, which means that students may be able to enter directly into the second year of the 3 year BSc course. 2.2 Aim/s of the programme The programme aims to allow the student to: Function within a health care or social care setting demonstrating respect and sensitivity to the care users wishes and needs Use a knowledge based practical approach to delivering care which reflects expertise in care practice allowing them to evaluate their practice Communicate effectively and efficiently with all partners in a care package at all times Act at all times in a reliable and professional manner taking into consideration other people s commitments and lifestyles as well as their own Evidence their development through the completion of a personal and professional portfolio (Practice Assessment Document) addressing the requirement of continuous professional development for the future SECTION 3: PROGRAMME LEARNING OUTCOMES Upon successful completion of the programme students will be able to demonstrate the following: Knowledge, understanding and skills: 3.1 Academic literacy An application of knowledge of conditions commonly seen within the delivery of health and social care in order to deliver high quality care to service users in their field of practice A knowledge and understanding of national and local legislation and policies underpinning the delivery of health and social care A working knowledge of local and national agencies and resources available in delivering effective and efficient care. 3.2 Research literacy An ability to appraise and use research principles to develop small literature review around an area of their practice. 3.3 Critical self-awareness and personal literacy An understanding of the experience, skills, knowledge and attitude that underpin the delivery of evidence based effective and efficient health and social care. Page 3 of 10

4 3.3.2 An ability to practise in a compassionate, respectful way maintaining dignity and wellbeing and communicating effectively An ability to work in partnership with other health and social care professionals and agencies, service users, carers and families ensuring that decisions about care are shared Their development, both personally and professionally, throughout the course in order to fulfil their new role. 3.4 Digital and information literacy An ability to access and evaluate the evidence that underpins the delivery of skills, knowledge, attitude and behaviour required to perform their role safely at the required professional level within health and social care settings. 3.5 Global citizenship An ability to act to safeguard the public and be responsible for and accountable for, within their role boundaries, safe, person centred, culturally specific, evidence based health and social care practice. Page 4 of 10

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Year 1 Modules Level 4 U44500 Module Title Credits Status Pre-requisite Semester of Delivery Study Skills for Foundation Degrees 15 Compulsory 1 U44501 Work Based Learning 1 30 Compulsory 1 U44502 Science for Health and Social Care 15 Compulsory 1 & 2 U44505 Applied Social Science 15 Compulsory 2 U44503 Specialist Skills for Care- Therapeutic Caring 1 15 Compulsory 2 U44504 Work Based Learning 2 30 Compulsory To have taken U Year 2 Modules Level 5 U44520 Module Title Credits Status Prerequisite Social Policy and Welfare Systems 15 Compulsory 1 Semester of Delivery U44521 Specialist Care Skills Therapeutic Caring 2 15 Compulsory To have taken U44503 U44522 Work Based Learning 3 30 Compulsory To have taken U44504 U44523 Applying Evidence to Practice 15 Compulsory U44524 Legal and Ethical issues for Care 15 Compulsory 2 U44525 Work Based Learning 4 30 Compulsory To have taken U Students can trail U44505 and U44502 into Year 2, but must take and pass all other 1 st year modules before progressing into Year Professional requirements N/A Page 5 of 10

6 SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Over the course of the FdSc in Health and Social Care full time students will study 12 modules, over 2 years. Most modules run for a single semester, although U44502 runs over the whole year. The teaching methods used on modules are varied and informed by contemporary practice in health and social care teaching in higher education. All modules make use of the College Virtual Learning Environment (typically for locating course and module resources). Most modules make use of seminars (on average 24 hours for a single credit module) to provide a framework for learning and for introducing more difficult concepts. Work based learning (on average 15 hours for seminars and 285 hours for work in practice) is also a key component of the students learning, developing their skills, knowledge and attitude. Other teaching methods include one to one tutorials, small group tutorials, debates and presentations. Reflective learning is encouraged through use of self, peer and staff formative feedback on assignments, group work and presentations. All these activities develop critical self-awareness and personal literacy. The assessment for modules is based on performance in coursework. Coursework assignments are diverse and support the development of digital and information literacy. Assignments may include essays, presentations, OSCE s (Objective Structured Clinical Examination) and the production of information leaflets. There is an in class test (Multiple Choice Questions) for U Co-ordinated implementation of the University Assessment Compact is designed to ensure that students progress towards meeting programme outcomes whilst experiencing diversity and balance in assessment practice within and between modules and equity in module workloads. The Colleges are committed to providing students with clear assessment criteria and timely feedback on all their work. Discussions between programme staff have ensured that programmes are characterised by an appropriate breadth and depth of content that is informed by relevant benchmark statements and the latest research. The quality of academic provision for students will be assessed regularly by College programme teams, principally through annual student evaluation of each module and through evaluation of the annual external examiners reports. To help ensure the development of academic literacy, articles from primary research journals are featured in students reading lists and students are encouraged to use primary research articles in preparing assignments. In order to make the most of the range of experience, skills and knowledge within the group, and develop specific graduate attributes, a variety of teaching and learning methods are employed: Graduate Attribute Academic literacy Teaching and Learning Methods Module U44500 supports the learner in developing academic/ study skills which underpin future learning Module U44523 specifically requires students to appraise evidence. Work based learning meetings are used to develop the students focus on their own practice and their own learning needs and to explore a more evidence based approach to practice. Assessment is through demonstration of academic skills commensurate with the award, through structured assessments and demonstrating the ability to identify and apply the evidence which underpins clinical practice. Page 6 of 10

7 Graduate Attribute Research literacy Teaching and Learning Methods Module U44500 supports the learner in developing academic/ study skills which underpin future learning. Module U44523 specifically requires students to appraise evidence Work based learning meetings are used to develop the students focus on their own practice and their own learning needs and to explore a more evidence based approach to practice. Assessment is through demonstration of academic skills commensurate with the award, through structured assessments and demonstrating the ability to identify and apply the evidence which underpins clinical practice. Critical self-awareness and personal literacy Critical self reflection is encouraged as a means of keeping a focus on the development of the students professional practice supported by supervisors in practice. Presentation skills are developed in U44500 and U44520 including group presentations and some assessments. Student portfolios are used as a means of showing evidence of developing skills, knowledge and experience for personal and professional achievement and providing opportunities for continued professional development on completion of the programme. Engaging with service users either in practice or in the classroom. Assessment of clinical skills allows students to become more selfaware of their ability both in practice and in the classroom. Digital and information literacy Digitally based search skills for literature are developed in U44500 and U Virtual learning is used to support communication. On line submission of work and use of Turnitin is used in U Engaging with online learning resources such as clinicalskills.net in a variety of modules. Assessment of digital and information literacy is through evidence of ability to access and use digital information. Page 7 of 10

8 Graduate Attribute Global citizenship Teaching and Learning Methods Group activities, such as group presentations and seminars are used as a means of sharing knowledge, skills and experience, developing critical skills and emphasising the inter-professional nature of health and social care. The significance of culture, diversity and ethnicity is addressed specifically in U44520 and U Students engage with service users either face to face or in the classroom and are challenged on how personal and wider cultural identities influence health and social care needs. Assessment is through identifying how local and national policies are linked to clinical practice and can also be used to inform thinking in written work. The principles of Brookes Assessment Compact are demonstrated in this programme through: 1. An emphasis on formative assessment and feedback 2 Support in developing self-assessment skills 3 Student input into the design of the assessment and marking processes 4 Negotiation of specific competencies within work based learning. 5.2 Assessment regulations The programme conforms to the University Regulations B1. Foundation Degree Regulations: ( SECTION 6: ADMISSIONS 6.1 Entry criteria Students will normally be in employment and must be able to continue working in an appropriate setting whilst undertaking the Work Based Learning component of the Foundation Degree. Each application will be considered on an individual basis following the University principle of widening access to those who might not have the traditional academic entry criteria to degree level awards. Students will be required to have a current acceptable DBS and Occupational Health Clearance. Normally the requirement would be: the equivalent of 3 GCSE passes at C grade or above, including Mathematics and English Language or an equivalent vocationally related qualification such as NVQ 3 in health and social care - and evidence of ability to study at academic level 4 evidence of support from their employer English Language Requirements Page 8 of 10

9 Applicants whose first language is not English must also demonstrate their level of English is acceptable, by achieving a score in a recognised test such as: British Council IELTS: normally minimum level 6.5 overall with a minimum of 6.0 in the reading and writing components. TOEFL minimum score of 87 internet based. 6.2 DBS checks For seconded students, the managers support form specifically asks for a signature to ensure up to date enhanced DBS checks. For those non- secondee students, it is the College s responsibility to ensure up to date enhanced DBS checks are up to date. SECTION 7: STUDENT SUPPORT AND GUIDANCE Sources of help and advice within Solihull College: Comprehensive Induction programme. This involves orientation of the College and introduction to the teaching team. Open Access provides IT support. The Learning Zone, within Open Access, provides one-to-one academic support with assignment writing. Module Handbooks are provided for each unit of study. These provide information about the subject content, reading lists and how the learner will be assessed. Library provides guidance on accessing information through Brookes website and is available to support the learner with referencing their sources of information Personal Tutor to offer support and advice Virtual Learning Environment to support students when working at home Work Based Learning Tutor to support learning in the work place SECTION 8: GRADUATE EMPLOYABILITY The award gives them the opportunity to apply for Band 4 Assistant/Assistant Practitioner roles within health and social care. The students are able to apply for the 2 nd year of a variety of different nursing degrees at Oxford Brookes including Adult, Mental Health and Children s nursing and the award can also be used as credit for similar degrees in other HE institutions. They are also able to progress to the 3 rd year of the Student Designed Award at Oxford Brookes University. Other students have gone on to further study in Social Work and Occupational Therapy as well as onto Master level degrees. Page 9 of 10

10 SECTION 9: LINKS WITH EMPLOYERS Employers provide the placements in which the students undertake their work based learning (which accounts for 50% of the programme). Visiting speakers from many clinical areas of health and social care are invited to come and lead sessions with the students. Expert patients are invited to come and speak to the students The Service User Mentor project has been integrated into Work based learning 2 and 4 modules to offer the students an opportunity to work with, and spend time with, service users outside of their work area. Local NHS Trust staff teaches on the programme, support the students in practice as well as being part of the interview processes. SECTION 10: QUALITY MANAGEMENT This programme is validated by the University and is subject to the quality assurance processes of the organisation. These include module and programme evaluation and annual review. All evaluation processes are jointly managed with relevant stakeholders and partners within the relevant NHS Trusts. The College actively seeks feedback from students and employers in the annual evaluations and from students at the end of each module. The programme has an external examiner and it will undergo periodic review every five year in line with University quality assurance requirements. Page 10 of 10